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Byline: AMIL NIAZI; Special to The Globe and Mail After an agitated start to a recent trip to the Art Gallery of Ontario ('I'm thirsty!' 'I'm bored!' 'Can we get [...]

Byline: TOM VANDERBILT Lead Author of Beginners: The Joy and Transformative Power of Lifelong Learning Nearly a year into a lockdown, the idea of pandemic learning has become a virtual [...]

A few years ago, when I was teaching at Yale, I made an announcement to my class. I said that I was going to have to cancel office hours that [...]

Why is educational technology such a disappointment? In recent years, parents and schools have been exposing children to a range of computer-mediated instruction, and adults have been turning to ''brain [...]

The ancient Greeks had different words for different kinds of love -- like Ludus (playful love), Pragma (longstanding love) and Agape (universal love). Sixteen hundred years ago, Augustine argued that [...]

Byline: David Arzouman Tokyo -- When American presidents talk about education, they inevitably stress the need to focus on math and science. In a technological world, they say, math and [...]

The University for Industry proposed by the UK Labour Party as a means of tackling Britain's chronic skills shortage would act as a catalyst and co-ordinator, bringing learning to the learner. The phenomenal success of motor giant Ford's Employee Development and Assistance Programme (EDAP) has prompted other companies to follow suit. However the challenge facing the University for Industry is to bring learning to people who are not in work by helping to extend a nationwide interactive learning network to homes and community-based learning centres as well as to the workplace.

The Campaign for Learning, a national initiative funded by major industries and government, aims to turn the British into a nation of lifelong learners with its Personal Learning Action Plan to be launched in Jun. 1997. A survey carried out for the National Institute of Adult Continuing Education in 1996 showed that the benefits of the learning society are being enjoyed by people in the A, B and C1 social categories, but not by the C2s. People in the C2 category tend to believe that formal education is obtained early in life and sees people through to death, even though many C2s failed at school.